Introduction

It has been shown that ICT can make learning more interesting and relevant, make teaching and assessing more efficient, and make life-long learning a reality. ICT is a necessary and effective platform on which to build education for the 21st century in developed and developing countries. ICT in this role is not a mere delivery mechanism, but rather

• a vehicle for the development of lifelong ICT competencies in a local and global society that is increasingly characterized by e-Government, e-commerce and e-learning;
• a support tool for the development of cognitive skills, specifically because it provides efficient and relatively cheap access to information, interactivity and simulations that fuel higher order thinking.

The North Central Regional Education Laboratory (NCREL) has published hundreds of studies on the impact of technology on teaching and learning. One of these reports, Computer-Based Technology and Learning: Evolving Uses and Expectations takes an in-depth look at three distinct phases in technology uses and expectations and addresses whether the use of technology has a positive effect on learning. It concludes that technology has an important role to play in K-12 education, but it will not solve all educational problems. “Technology can:

• Make learning more interactive;
• Enhance the enjoyment of learning;
• Individualize and customize the curriculum to match learners' developmental needs as well as personal interests;
• Capture and store data for informing data-driven decision making;
• Enhance avenues for collaboration among family members and the school community;
• Improve methods of accountability and reporting. “

http://www.ncrel.org/tplan/cbtl/toc.htm

Alignment with national policy and initiatives

Does your country have an educational ICT policy or implementation plan?

What does your counry's policy say about

• computers and software for administrative purposes;
• school access to a networked computer facility for teaching and learning;
• schools' use of software;
• how ICT facilities are safe and effectively used to facilitate ICT integration into teaching and learning;
• how schools are using educational content that is developed according to a national set norms and standards;
• school access to an updated database of evaluated content resources such as a portal?

Role in curriculum support

The dissemination of educational information and curriculum resources is an important part of the systemic implementation of an ICT policy.

The elimination of disadvantages caused by distance is a major advantage of ICT, although it remains a national challenge to provide the infrastructure for ICT to all schools. Hardware and software can be designed or adapted to cater for any kind of special educational need, whether medical disabilities, physical handicaps, or learning disabilities. (http://www.nalandainstitute.org/)

ICT does not deliver curriculum as effectively as it can enhance the depth and breadth of the teachers’ (and learners’) curriculum interpretation, which is one of the seven roles of the educator. Jamie McKenzie points this out in his observations of ICT supported learning

“This lesson was dramatically enhanced by rich online materials superior to what the textbook company could afford to print. McDougal-Littell has done a superior job of combining the benefits of the old technology (the textbook) with the advantages of the new.”

“These Earth Science online activities breathe life into a topic that could seem cold and dead. They enrich, illustrate and vitalize. They offer the teacher a broader menu of learning choices to reach students.”

Jamie MacKenzie, From Now On, The Educational Technology Journal, December 2003

Computers are not the panacea (remedy for all ills) of all educational problems and it requires good management by the teacher who should be able to identify the appropriate role of ICT in supporting learning. After attending a lesson on rock crystals, McKenzie writes:

"Rob Kohl was not seduced by the technology, his room was not chaotic and the work was impressively rigorous as teams discussed a series of very challenging questions he had provided to structure the inquiry. He was actively engaged monitoring, assisting and prodding. His students were not floundering, wandering, socializing or wasting time

I spent a few hours observing classes and saw well organized, rigorous lessons that kept technologies in perspective.

Quite clearly ICT did make an impact on enhancing that curriculum, but with the teacher playing an active facilitating role. Note the important implications of this for staff development in ICT integration.

Computer rooms can be powerfully used to efficiently enhance the curriculum and learners’ understanding of vital mathematics and science concepts with interactive, learner-centered software such as The Geometer’s Sketchpad.

Algebra One - Making More Sense of Slippery Slopes
I observed another strong teacher working with her algebra students in a computer lab. After two days of struggling with the concept of slope in graphs and equations using the math text, graphing paper and black board as primary learning technologies, Sarah Denney brought her large class to the lab and asked them to step through a lesson to be used with The Geometer's Sketchpad. These lessons are available online at http://www.keypress.com/catalog/products/software/Prod_GSP.html

Jamie MacKenzie, From Now On, Education Technology Journal, December 2003

Classroom impacts

Not only does ICT impact on knowledge acquisition and cognitive gains, but it tends to benefit class discipline because of learners’ heightened level of interest. This encourages learners to take responsibility for their learning, although they are probably not aware of the extent to which they are doing this. Note the comments on staff development below, which outline the important role that the teacher plays in leveraging the benefits of the ICT in teaching and learning.

Some of the most important conclusions from recent studies on benefits of technology for education will show that:

• Learners provided with technology-rich learning environments continue to perform well on standardized tests and develop a variety of competencies not usually measured which include:
  • increased social awareness and self confidence
  • increased capacity to communicate effectively about complex processes
  • more independent learning
  • increase self-initiative
  • spontaneous sharing of ideas
  • higher quality assignments
  • higher attendance
  • improved writing skills
  • improved higher order thinking skills.
• The use of the Internet as an educational tool when integrated into curriculum is extending learning opportunities for learners by increasing skills in conducting independent research, interpersonal communications, written expression, and motivation while significantly extending learning beyond the walls of the classroom.
• Online learning improves student achievement at least as much as traditional methods of instruction while expanding student access to high quality instruction previously unavailable to rural schools.
• Telecommunications serves as an effective bridge between teachers and learners that can facilitate their communications and it is the actions of educators, and not the technology, that will initiate and sustain desired educational change

Cradler: http://home.earthlink.net/~cradler/techprog.htm

Many attempts have been made internationally to prove empirically that ICT can improve learner’s grades. This debate is fraught with misinterpretation and manipulation of data to the extent that it becomes futile to attempt to draw conclusions from such research. What Cradler’s conclusions suggest is that the impact of ICT is much broader and more meaningful. It is often noted how the communication and social roles of ICT improve language and writing skills. This is illustrated most clearly by the following extracts from field research in South Africa.

Mpophomeni is a rural township in KwaZulu-Natal characterised in the past by violence, plagued with continuing high unemployment rates and with a history of very poor matric pass-rates. Since the introduction of computers into the Mpophomeni Community Centre a new dimension to learning has been noted:

“English as a medium of instruction is a problem to the children. I noticed a change in the communication part and their grammar, after interacting with the learners in the world. They learnt to know that communication is a matter of letting your ideas to be known by other people.

They used to understand the points of the lesson, and they failed to comment or argue using English as their second language. Their attitudes totally changed after being introduced to the computers. This was shown in their results.”

Thembekile Zondi - Umthomboyolwazi Junior Secondary School

In the same community a teacher from another school that benefits from use of the computer centre writes:

“I don't think we can say there is a direct link between the computers and our results but both the high schools in Mpohpomeni have shown a tremendous improvement in their results. Us from 46 to 96% and Asibemunye from 17 to 65%

“The exposure to computers probably had a positive effect on their (learners’) confidence and self esteem. They loved the very idea that they knew how to use a computer which previous years' students had not, and now they are keeping in contact with me by e-mail from University which is great for me. They also found information on institutions and courses which is a motivating factor to working hard at school if you have a clear goal.

“Having to look for information, reading and then making a summary was a skill they learnt through various projects given by teachers. Also just finding something like the periodic table on the Internet and realising how universally it is used means that the students become part of an elite group who know what information it contains and how to use it.

Pam Robertson – Mpophomeni High School

In the 2003 exams the results improved again and Mpophomeni achieved a 100% pass rate. Although this teacher does avoid making the direct association between whole school improvement and the presence of ICT facilities, it is clear that the learners have been exposed to new dimensions compared with what the classroom has offered previously. The impact of improved language and writing skills on general performance in other learning areas cannot be discounted.

"The Role of Online Communications in Schools: A National Study" demonstrated that US students with online access perform better. The study, conducted by CAST (Center for Applied Special Technology) isolated the impact of online use and measured its effect on student learning in the classroom. The results show significantly higher scores on measurements of information management, communication, and presentation of ideas for experimental groups with online access than for control groups with no online access. It offers evidence that using electronic resources such as the Internet and a national portal can help students become independent, critical thinkers, able to find information, organize and evaluate it, and then effectively express their new knowledge and ideas in compelling ways. (www.cast.org)

The second module of the SITES research (http://www.sitesm2.org/) took place in 2000-2002. Its aim was to find and describe on a qualitative basis the individual ways of suitable use of the ICT in education. “The analysis suggests a number of significant common trends that cut across the cases. In a large majority of cases across different countries and clusters, teachers and students are engaged in a common set of innovative pedagogical practices supported by technology. This is a major finding of the study. In the 174 studied cases, teachers stepped back from their role of knowledge provider to advise students (90% of all cases), create structure for student activities (80%), and monitor student progress (76%).

Students collaborated with others in their classes (83% of the cases) and searched for information (74%). Email (68%) and productivity tools (78%) were used. Typically, teachers collaborated with their colleagues (59%) in this effort and students published the results of their work (66%). Students conducted research (39%) and solved problems (33%) while using Web resources (71%) and local area networks (41%), along with multimedia, productivity tools, and email, to support product creation and planning (26%). Students collaborated with outside actors (26%) and other students in the class to create products and publish results. Teachers also collaborated with peers in this model (59%).” (http://www.sitesm2.org/)

The SITES report concluded that ICT has the potential to:

• change and improve the nature and quality of thinking and problem-solving processes
• support students to learn more about themselves and their world and to take action and make a difference locally and globally
• enhance the power and effectiveness of the message being communicated or the position argued
• improve students' critical engagement with and analysis of information being created and explored
• improve literacy and numeracy outcomes
• improve the independent and collaborative skills of all learners
• support students in learning how to learn

Multimedia Development Tools as Focus for Learning through Authentic Tasks using Teamwork, Problem-solving, Higher order thinking skills, & Communication, Case study AU002, International research SITES M2, 2001

Research associated with the World Bank Institute’s ICT for Education programme concludes that after the introduction of ICT:

• Students take much more control of their own learning because resources exist for them to discover things on their own.
• Student writing with the support of the word processor is characterised by more instinctive writing, more drafts and more feedback
• Students have access to a variety of online resources to supplement the available print resources. Online resources are more than documents. Students can communicate with subject experts or students in remote places.
• Students collect data locally and share with students in remote locations. Collaboration with other lands and cultures enhances the experience.
• Student have a wider group of mentors and help sources beyond the classroom
• World-wide Web publication of curriculum documents makes them easily updated and revised. The curriculum is evergreen. The web provides means for many enhancements to the curriculum.

http://www.worldbank.org/wbi/ictforeducation/policymakers/docs/pol_mod4_act2_doc1.pdf

Benefits collaborative learning

The Internet helps teachers and learners to see themselves and education as part of the wider world community. Collaborative learning, adding value through its social benefits and life skills, is possible worldwide using the Internet. The learning experiences and sense of online community in international projects can motivate learners powerfully, and the same applies for teachers, who say:

“I was impressed to know that I can make a link with people outside my province through computers. During the holiday an educator will visit me from the Northern Cape. All this was due to the module that we were doing together.”

Sweetname Nkabinde, KwaZulu-Natal

"I think it is time for me to say WOW!!! - So much mail - so many wonderful ideas and views. Between us we could solve any and every problem!!"

“…..nuances of personality are beginning to appear. I note with interest the way some are generous in their references to others’ contributions and show genuine interest. How it spreads good karma. Humour filters through, lightens the load. The power of collaboration breaking through gently, tantalizing. The lingering curiosity about who will email, what will be said nags you. New insights, fresh approaches to handling activities are presented in different styles, yet all deserve recognition.“

Rik Street 17.10.00

The role and location of ICT

It is important to note that the kinds of learning activities described above are all characteristic of situations where ICT plays the supportive role for the learner and the teacher, either as a source of information and communication, or as a productivity tool assisting the processing of information and the presentation of findings. This is referred to as ICT integration. ICT integration does not demand a 1:1 computer to learner ratio, but low density computer centres with space for learner interaction are best suited to this kind of learning. A distinction should be made between learning with ICT (as described here) and learning about ICT. Learning about ICT (Information Technology learning areas) requires higher density computer centres. These are scheduled in the school time-table and result in limited access to teachers with classes wishing to integrate ICT with the curriculum. The use of computer centres for teaching in vocationally-related learning areas has a much narrower impact on learning reform and tends to be exclusive. ICT integration with the curriculum benefits a wider spectrum of learners in a wider range of activities. Two low density ICT centres will have much greater impact that one high density ICT venue.

The trend in schools in the developed world is to place computers in classrooms, especially up to grade 8, where a great deal of interdisciplinary activity is possible. It should be noted that this practice is possible where the learners have widespread access to ICT beyond the school. In many developing countries learners’ only exposure to ICT is at school, which would suggest that computer centres are necessary. Schools in insecure areas and many developing countries also generally do not find themselves in a position to place computers in classrooms (as opposed to labs) because of security problems.

Integration of ICT in the curriculum

One of the best catch phrases to describe the integrated approach is “We are not learning to use computers, we are using computers to learn.” Integration of ICT with the curriculum is characterised by being learner-driven; the student must use the computer room to do a primarily educational task, such as a language, history or biology assignment or task. Students should be required to examine an open question and identify issues that they would need to study. They need to seek information, evaluate it, and process it. In this process they make use of a range of resources, including non-ICT resources. In searching for context, educators must integrate the activities of the computer room not only with the broad school curriculum, but also with real life issues. Access to the information and communication tools that ICT provides adds a powerful dimension to this kind of resource-based learning.

Other features of the integrated approach are collaborative group skills, learning by doing and providing opportunities for creative expression. The integrated approach places information technology in a pivotal role in the already transforming learning process. Its success as an approach lies with the ability of teachers to set tasks that require learners to use these information skills. This is appropriate and necessary at a time when teachers are being encouraged to adopt new teaching strategies that are learner-centered.

“Module 1 has motivated us all to promote a learner-centred environment in our classrooms and our computer skills have been developed and for, some of us, improved. Our grade 4 learners are computer literate now!

Buhle Ngubane – Vondlo Junior Primary

Preparation for further education and lifelong learning

Learners leaving the education system in typical school-leaving years will need proven basic ICT competence that will assist them in finding a job or creating their own businesses. Learners entering higher education also need to be competent in ICT to proceed with confidence.

The American workplace requires students who "must learn how to learn, learn how to think, and have a solid understanding of... what it (technology) can do". (STaR Report, http://www.ceoforum.org/)

The US Secretary of Labor's Commission on Achieving Necessary Skills (the SCANS report) identifies necessary skills for students.

(STaR Report, http://www.ceoforum.org/)

There is a strong argument for ICT in schools based on the expected economic impact alone. However, if curriculum reform is allowed to succeed with the support of ICT, learners will develop the lifelong skills that will make them an asset in a global economy.

Staff development

Training that has been provided to schools that have received computer donations in most countries (including developed countries) has largely been inadequate. Training has tended to take the form of generic computer training and teachers have been left unsupported once the training was completed, specifically in how ICT can support teaching and learning. Teachers who learnt how to use certain applications, used these for personal tasks, but did not know how to integrate these tools with the curriculum. The Educators’ Network strategy of teacher development for ICT breaks that paradigm and strives to show how ICT can be integrated into the curriculum.

It is recommended that staff development in ICT integration, not just the acquisition of ICT skills, should form an integral part of any school ICT project.

Conclusion

This paper has outlined the worldwide as well as the local impact that ICT has already had on learning and curriculum reform. It is clear that ICT has had a profound effect on the nature and scope of learning, but it should be noted that where ICT has succeeded careful planning and implementation over time has been necessary. What has been achieved so far has been through a coordinated strategy of ICT acquisition, curriculum reform and teacher development.